June 15, 2019
June 15, 2019
October 19, 2019
Recent research in moral psychology suggests that people often rely on emotion and intuition to make moral judgments, rather than reasoning, which engineering ethics education has mainly focused on. In parallel with such findings, studies in the scholarship of engineering ethics have emphasized the importance of emotional capacities of engineers and considered how to incorporate emotional factors into the ethics education of engineering students. Despite growing interest in the importance of emotional aspects of engineering ethics education, however, there has been lack of empirical research addressing the relationship between ethics and emotion. In particular, it is not known how emotion and intuition actually influence ethical decision-making of engineering students.
In this work-in-progress paper, we present preliminary results of our exploratory investigation about how emotion and intuition permeate engineering students’ experiences with ethics. We analyzed 11 interview transcripts, which had been collected as part of a larger longitudinal, mixed-method research project with engineering students. We conducted an inductive thematic analysis and found that students experienced a wide range of moral emotions from positive to negative depending on the situation. We also found evidence of students’ use of intuition when they made ethical decisions. We anticipate the findings of this study will help engineering educators and researchers design better engineering ethics courses by considering the emotions and intuitions of engineering students, which have previously been ignored but may influence ethical decision-making.
Kim, D., & Jesiek, B. K. (2019, June), Work-in-Progress: Emotion and Intuition in Engineering Students’ Ethical Decision Making and Implications for Engineering Ethics Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33666
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